Transcript Document

SWPBIS
Day 2: Universal Curriculum
Designing Lesson Plans
and
Acknowledgement Systems
4
8/24/2010
:
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2
Objectives
• Understand why and how to teach
appropriate behavior.
• Identify a format for lesson plans.
• Develop a plan to include of teaching
staff in the development of behavior
lesson plans.
• Understand why acknowledgement
systems are a critical feedback
mechanism for students.
• Develop acknowledgement system.
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Consider this…
Until we have defined, taught, modeled,
practiced, reinforced and re-taught, it is
unethical for adults to punish………
Rob Horner
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Teaching
Expectations
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My School’s
Expectations…
1. Be Safe
2. Be Responsible
3. Be Respectful
Once you have developed school-wide
expectations, it is not enough to just
post the words on the walls of the
classroom…
YOU MUST TEACH THEM!
2nd annual pbis film festival winner—elementary---Stayin In Line
http://vimeo.com/groups/pbisvideos/videos/20958391
Bathroom Dance
http://vimeo.com/groups/pbisvideos/videos/20956797
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The Behavior-Instruction Connection
Darch & Kame’enui (2004)
Procedures for Academic Problems
• Assume the student has learned
the wrong way
• Assume student has been taught
(inadvertently) the wrong way
• Diagnose the problem
• Adjust presentation, use
effective instructional strategies,
provide feedback, practice and
review
• Assume student has learned the
skill
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Procedures for Behavioral Problems
• Assume student refuses to cooperate
• Assume student knows what is
right and has been told often enough
• Provide more negative
consequences withdraw student
from normal context
• Provide more negative
consequences maintain removal
from normal context
• Assume student has learned his/her
lesson
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Behavioral Errors
• More often occur because:
Students do not have appropriate skills- “Skill
Deficits”
o Students do not know when to use skills
o Students have not been taught specific
classroom procedures and routines
o Skills are not taught in context
o
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Why Develop a System for
Teaching Behavior?
• Behaviors are companion for
academics.
• Procedures and routines create
structure.
• Repetition is key to learning new
skills.
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Why Develop a System for
Teaching Behavior?
• We can no longer
assume:
o
o
Students know the
expectations/rules
Students will learn
appropriate behaviors
without practice and
modeling
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• We must assume:
We need to teach
expectations/rules
o Students will need to
practice appropriate
behaviors
o
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“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…
…teach? …punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
(Herner, 1998)
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Teaching the Behavior Matrix
Lesson Plan Formats
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Teaching Behavior Skills
1) State behavioral expectations and why
needed-student buy-in
2) Specify student behaviors (rules)
3) Model appropriate student behaviors
4)Check for Understanding
5)Model Non-examples
6) Students practice appropriate behaviors
7) Reinforce/acknowledge appropriate
behaviors
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Behavior Lesson Format
• Opening
o
o
o
Motivation
Assessment of Prior
Knowledge
Setting of
Goal/Expectations
• Close
o
o
o
Repeated Independent
Practice
Fading of Prompts/Cues
Systematic Error
Correction Procedures
• Body
o
o
o
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Active Modeling
examples/non-examples
Prompting/Cueing
Guided Practice with
Feedback
I DO
Demonstrate
WE DO
Guided practice
YOU DO
Independent practice
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What Are Cool Tools?
Cool Tools are behavioral lesson plans
that structure how staff teach the
expected behaviors from the schoolwide behavioral matrix
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Behavioral Lesson Plan
Name of Setting or Skill________________________
School-wide expectation/s addressed:
1) Explain expectations & why needed
2) Check for student understanding/buy-in (ask some ???s)
3) Model examples
4) Check for student understanding/buy-in
5) Adult/s model non-examples
6) Check for student understanding/buy-in
7) Model examples
1. Students practice
Template Available
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Direct Instruction Lesson Sequence
OPENING
•
Motivation
•
Statement of goal
•
Review of prior knowledge
BODY
Model: “I DO”
• Presentation of new materials in small steps
• Consistent, clear, slow and repetitive
• Presentation of examples and non-examples
Prompt: “WE DO”
• Consistent and/or simultaneous with the model
• Questioning and checking for understanding with responses from all
Check: “YOU DO”
• Do one and stop
• Monitor closely
• Provide feedback, repetition, and reinforcement
CLOSE
•
•
•
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Review, preview
Independent practice to mastery
Guided practice with feedback and reinforcement
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Examples of Lesson Plan Formats
Teaching Expectations
• Annotated Behavior Lesson Format
• Behavioral Lesson Plan
• Building Expectations Sample Lesson
Plan
• Cool Tools
• Direct Instruction Lesson Sequence
***Handout Packet
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Activity
Lesson Plan Format
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How Do We Teach Behavior?
• Introductory Events
o
Teaching school to expectations and rules
• On-going Direct Instruction
o
Specially designed lessons, character education
• Embedding in Other Curriculum
• Booster Trainings
• Keeping it Out There
o
o
Visual Displays – posters, agenda covers
Daily announcements
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Tips for Teaching Behavior
• Practice should be conducted in actual
setting whenever possible
• Real students should never practice nonexamples
• Use high frequency acknowledgments
• Precorrect with students before activity
• Have a plan for behavioral acting-out
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Lesson Planning Groups Example
Be
Safe!
Setting
Classroom
Setting
Halls
Setting
Cafe
Ms. Jones K
Ms.Smith 2
Mr.Grey 5
Mr.Stein-Art
Ms.Pat 1
Ms Café
Mr.Joe 3
Rachel R.
Ms.Jane 6 Mr.Green-4
Ms. Red -1
Mr.T-1
Be
Ready! Ms.Shade-5
Mr.Bill-Music
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Lesson Planning Groups Example
Expectation 1
Be Respectful
Class
Cafe
Brown 1
Dodds 1
Smith 4
Snyder 3 Flisher
K
Johns Art Karen
Cafe
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Kline
Principal
Recess
Jones 2
Black 5
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Lesson Planning Core Team
Example
Core Team Members
Core Team Member #1 &
Grade groups/
Departments
Core Team Member #2 &
Grade groups/
Departments
Core Team Member #3 &
Grade groups/
Departments
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Activity
1.Develop a Plan for Developing Lesson
Plans
• Plan who will develop the lesson plans for your
school
2.Action Plan
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Section 2:
ACKNOWLEDGEMENT
SYSTEMS
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What Does Acknowledgement
Mean?
• Reinforcement
o
“Any action that follows a behavior and
increases the likelihood of future occurrence of
behavior.”
• Verbal, tangible, special privilege, social
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Advantages of an
Acknowledgement System
• Provides a versatile/varied means of
communication with each student, as well as a
group of students
• Structures interactions in a consistent manner
• Provides representation for student of his/her
progress
• Highly visible means of reinforcing behavior,
school-wide (for staff, as well as students)
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Acknowledgement System
What is it?
• A ticket, stamp, hole punch or other
VISIBLE object:
• given to the student (+ reinforcement) and
paired with specific verbal feedback and …
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Acknowledgement System
Why do it?
• Provides instant reinforcement for
desired behaviors
• Focuses attention on desired behaviors
• Provides a reminder to staff to pay
attention to and reinforce desired
behaviors
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Acknowledgement System
Who should do it?
Anyone and everyone working in the school!
Don’t forget…. office staff, custodians,
cafeteria staff, substitutes
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Acknowledgement System
Where should it be used?
• Must be used in common areas:
Hallways
Cafeteria
Entrance and dismissal areas
Playground and outdoor areas
Gymnasium
Office areas (Main Office, Guidance, Nurse
etc.)
o Auditorium
o
o
o
o
o
o
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Acknowledgement System
When should you use it?
• Immediately following the display of the desired behavior
• Use heavily after teaching the skill at the beginning of
the year
• Use throughout the school year varying the target
behavior, location, group of students, etc. dependent
upon your data
• Vary the degree of use dependent upon your baseline
data
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Levels of Acknowledgement System
•
•
•
•
Individual Student
Group
School
Staff
“The many levels of
acknowledgement!”
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Back Up Reinforcers
Examples of Back-Up Reinforcers…REWARDS
Remember…always pair a back up reinforcer with
verbal feedback
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Think… “What items/symbols could serve as
reinforcers in your school building?”
Keep these guidelines in mind:
1.Will the reinforcer be easily available?
2.Will the reinforcer be easy to give to students
immediately?
3.Will the reinforcer be difficult to duplicate?
4.Will the reinforcer be nontransferable?
5.Will the reinforcer be easy to record?
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VIDEO EXAMPLE
Principal’s 200 Club
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ACTIVITY
Plan acknowledgement system
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